The project includes activities and intellectual outputs to ensure the adaptation of individuals with disabilities to the higher education process and subsequent life processes, to increase their accessibility to fundamental rights, to raise awareness of disabled and non-disabled individuals on disability and disability rights. The main objective of the project is to prepare a curriculum which includes subjects such as disability and disability rights based on human rights, disability legislation, employment opportunity, employment and social security legislation, tax legislation, legal regulations within the scope of criminal law, principally basic communication, training of sign language, communication techniques with subtitle, empathy, body language, comparative disability legislation and practices and to provide the placement of this curriculum among the curriculums of higher education institutions. The basic modules of the curriculum prepared within the scope of the project will be extended to the distance education module as well as formal education, and accessibility to the information within the scope of the curriculum will be increased. Survey will be conducted to the target group determined in the first phase of the project. Participants, who are the representatives of the universe to be conducted survey, will be the disabled and non-disabled students of the coordinator Gaziantep University (Turkey), Uludağ University (Turkey), (Poland) AHE, (Greece) University of Thessaly, which are the other strategic partners of the project. The number we envisaged for the participants has been planned to be approximately 500 people from the coordinator university and the universities which are the strategic partners of the project. Participants of these activities will be determined by demanding in writing from public and private institutions and organizations and non-governmental organizations carrying out activities related to disability and disability rights. The profile of the participants who will participate in dissemination and promotion activities are the students, staff and academicians who are the target audience of the project in the coordinator and partner countries. Activities and outputs of the project; awareness raising and evaluation meetings for the in-house target group and dissemination meetings to be held apart from the external multiplier events, turning the analysis results of the surveys conducted within the scope of the project into booklet and report, ensuring that scientific publications to be prepared as a result of survey studies are also reference sources for those working in this field, creation of a formal and virtual information sharing platform in electronic environment for the opinions and suggestions of academicians working in this field, in cooperation with coordinator and partner universities, creation of a formal and virtual information platform to have opinions of academicians in universities of partner countries and in coordinator university for the curriculum study to be prepared within the scope of the project, making a part of the curriculum an open educational resource for students through distance education, sharing the curriculum and analysis study with the community through the associated partners, as a result of the project, a proposal text has been prepared by Gaziantep University and it has been planned to share it with local and national decision makers to support policy reform. After the end of the project, Gaziantep University will be the coordinator of the use, dissemination and sustainability of the intellectual outputs. Gaziantep University will provide guidance on the placement of the curriculum to be prepared within the scope of the project in the course catalogs of other universities and on the development of its content. Regulations on current developments will be presented to the Higher Education Council as a policy proposal. In order to make the project sustainable, after the project has been completed, new projects will be prepared related to the project subject. In the later period, curriculum presentations will be held in training units of Turkey Bar Association, the Turkish Medical Association, Bar Association and the Medical Chamber and other relevant professional chambers and contribution will be made in the reorganization of vocational training programs within itself. The outputs to be obtained from the curriculum through the disabled units of universities, which are our transnational strategic partners, will be published on the web sites of universities in the international platform.

Architectural history classes are usually described as one of “the least enjoyable courses” by undergraduate architecture students. Most of them feel themselves forced to learn the histories of the buildings and try to memorize their construction dates, builders or styles, rather than discovering analogies or establishing bonds between the history and the architecture evolving with it. In order to change this, Timeline Travel Project creates an alternative architectural history teaching and learning tool that triggers visual cognition with the help of a timeline and a map. Accessible through www.timelinetravel.net, this tool is designed so that it could be used both as a teaching/learning/research companion and as an e-learning platform. It gives the learners the chance of making time travel while studying architectural history. Interdisciplinary nature of this project blending architectural history, software technologies and education science required a transnational, enthusiastic, innovative and energetic team. Each partner institution and all members of the project were experts in their own fields and produced five intellectual outputs collaboratively: Timeline Travel Tool (TTT) for visualizing data; its content, i.e. architectural history databases of Constantinople/Istanbul and Ravenna; Timeline Travel e-learning Platform (TTeLP); new curricula designed and tested for this platform, and a user profiling software to improve success of learners. TTT has initially been prepared for two historic cities: Istanbul in Turkey and Ravenna in Italy. Then, it was augmented with the architectural history timelines of Rome, Bursa and Edirne, and several other thematic timelines were added into TTT’s library within project duration. TTeLP, which was developed as the first e-learning platform in the world dedicated to architectural history primarily and working in connection with TTT, has been integrated with eight courses of History of Architecture, including Byzantine Architecture in Constantinople, Ottoman Architecture in Istanbul, Renaissance and Baroque Architecture in Rome, Late Ancient and Byzantine Architecture in Ravenna.As a part of the project, the outputs of the project have been used and tested at partner institutions, giving students and teachers of these institutions the opportunity to benefit from the project outputs. Test lectures held at GAUN, UNIBO and YU gave very successful results, which can be understood from student feedbacks. With the help of the dissemination activities, the project outputs have reached a wider audience in and outside partner institutions. The primary target groups of the project were HE students and teachers of architectural history; and approximately 330 students, 50 academicians from partner institutions and 150 architectural historians within Europe has been directly reached via project activities.Another objective of the project was creating a cultural and historical awareness among the citizens of Europe thorough architectural histories of their cities and countries. By making this tool available and easy-to-use for a wider audience from K12 students to elderly, the project aimed to reach almost every individual through the project website, and it is ambitious to become a global tool for learning and discovering architectural histories. To realize these, the project was disseminated at high ranking architectural history websites including SAH and EAHN, several radio programs, and social media accounts. Collaborations with municipalities were established and other universities’ architecture departments were also included in the use of project results. Another significant objective and long-term benefit of this project was to develop the Timeline Travel in a flexible way so that it can be adapted to other fields, such as history, art history, archaeology or urbanism, which would make the impact and EU benefit of the project will be greater. These objectives were also met within project duration, as the tool has already been adopted to Urbanism courses and integrated with the outputs of two master thesis. Moreover, new implementations from different disciplines are currently under way.The impact of the project was a significant improvement in students’ learning capacities and their enthusiasm. It also gave the opportunity to make novel interpretations and analyses on architectural history for both students and researchers. Another significant impact was allowing anyone interested in architectural history to study and learn this subject on their own, without the need of an instructor. Consequently, Timeline Travel successfully reached every individual at local, regional, European and international level, and it could well be used to discover architectural histories of other cities, adapted into other disciplines, or used even for personal purposes such as a visual diary.

<< Objectives >>Clarifying the best practices of a multi-country perspective to eliminate the identified deficiencies in the financial harmonization and integration studies for the target group.Conducting semi-structured interviews to determine refugees' financial inclusion, and financial literacy knowledge, skills and competence levels in all partner countries.Developing a roadmap for relevant institutions in order to increase financial inclusion, financial access, and financial literacy levels of refugees.<< Implementation >>A1- Comprehensive research of previously identified needs and gaps in financial inclusion of the RefugeesA2- Organizing Search Conferences for Refugees to discuss the Financial Inclusion, Financial access, and Financial LiteracyA3- Conducting semi-structured interviews to determine refugees' financial inclusion, and financial literacy knowledge, skills and competence levels in all partner countriesA4- Dissemination and communication activities among partners, target group and policy makers<< Results >>This project will enable refugees to increase their financial access, to evaluate their investments in the proper areas, and to reduce their financial vulnerability. Main output will be a Financial Inclusion Guidebook for Refugees which defines a roadmap of required actions, including a set of key policy recommendations and best practices with the aim of maximizing the project impact under the support of relevant EU strategies, including the 2030 Agenda on Sustainable Development and Goals.

The WISH rpoject included 2 pedagogical faculties from Romania and Turkey and 3 high schools from Slovakia, Italy and Spain. All the partners were connected with very similar pedagogic problems regarding the students in the risk of social exclusion. The basis was the will and effort to equip the students with recent skills and to contribute to building more tolerant and more inclusive society.Project aimed at innovative educational strategies in order to enhance the 21st-century skills via project-based learning. Teachers were trained at specific workshops and prepared educational and free-time activities which related with the project topics. Students wrote and realized social-inclusion projects at school to increase the awareness about social inclusion using the project-based learning (approach) thanks to which the students gained the knowledge and skills. These were the activities linked with recognition and solving the real-life, recent and complex problem, question or a challenge.Main project goals were:1. to increase the awareness about the importance of social inclusion,2. to help the students to obtain the 21st-century skills using the PBL approach,3. to support the professional pedagogic staff development to improve the 21st-century skills and inclusion of students from various marginal groups,4. to increase the quality of pedagogic students at partner universities and school curricula at partner high schoolsin order to enhance the 21st-century skills and secure the social inclusion of students from disadvantaged groups,5. to raise the key competences of students (communication in English, social, civic and digital competences and other). Approximately, 200 people from 3 participating high schools were directly involved to the project activities. Universities supervised the pilot studies also at 2 other high schools (Timisoara and Gaziantep) what has risen the number of involved persons to about 3000 including direct participants (students and tecahers), experts/lecturers, policy makers, local and regional politicians, media representatives, headteachers and other relevant and important persons or groups of people. Besides that, universities accomplished to integrate the project outputs into their syllabus and other educational materials what means that other approx. 600 people benefit from project. Used methodology focused on active learning by students within the project, especially, thanks to teambuilding activities and ways of co-operative teaching. The participants had to manage a real (social-inclusive) project in a school environment meaning they played an active role in the preparatory and realization part of these school projects. They organized various activities, chose appropriate digital tools, created different outputs, etc. All the project activities were directed to build uf self-confidence and to motivate the students to be initiative at action and to be creative at proposing solutions. Important skills such as English language communication, cultural awareness and intercultural communication were accomplished thanks to positive interactions among participants and mutual co-operation of the project partners.Students developed the 21st-century skills and acquired the awareness about the importance of social inclusion among their peers and schoolmates. Teachers understood the steps of PBL and learned new practices how to fulfil students´ needs at risk of social exclusion. Pedagogues co-operated on European level and were directly engaged in the youth educational process. Schools proceeded in developing the dynamic learning environment and increased the quality of provided education by integration of innovative methods and and project outputs to the school curricula by several thematically-connected subjects.All that has had very positive impact on local and regional level. The project enabled students to become fully engaged and responsible members of their communities.in terms of planning, leadership, sensitive approach and empathyto the socially-threatened people.as an inseparable part of our society. On an international level, there was a cross-border transfer of knowledge, experiences and co-operation among schools and universities what enabled students to live and experience an active and responsible European partnership.One of other long-term project benefits represents the fact that participants faced important tasks: to solve problems, to cope with incertitude, to communicate through culturesmeaning that the project approach led to a real life-long learning not only of students but also of the pedagogues.Throughout the project duration, several activities were realized in co-operation with local and regional partners, be it non-profit, private or public sector.All the project activities are archived in the Erasmus+ Project Results Platform as well as on the project webpage (www.wish-project.eu).

Green entrepreneurship represents an opportunity for Europe and its citizens. A growing number of people in working age, especially young people are seeking opportunities to engage themselves in a profitable business of their own. The European Commission has adopted several policies and action plans in order to respond to that aspiration. The “Entrepreneurship 2020 Action Plan” has been adopted in the view of fostering job creation and entrepreneurial activity, as a prerequisite to growth. This plan has been put forward in order to “unleash Europe's entrepreneurial potential, remove existing obstacles and revolutionise the culture of entrepreneurship in the EU”.Furthermore, the “Small Business Act for Europe” reflects the policies on SMEs on the EU level, by setting a certain number of priorities, environment being one of them. Combined with the Commission’s “Circular Economy Action Plan”, these policies tend to turn green entrepreneurship into an alternative and effective solution in tackling youth unemployment and economic inactivity andat the same time in implementing Europe’s climate goals.Therefore, the project aims to enable and educate young people in the age range 18-35 to acquire the necessary skills and tools on how to generate and implement their “green” business idea and on how to create their own SME/Start-up. In the view of the European Commission`s plans to reduce emissions and waste, to preserve the nature and to switch to a greener society and economy many youngsters are pursuing either a career or own business endeavour in the green business area. Unfortunately, most of them are lacking the necessary competences in order to be green entrepreneurs, as the gap between education and the business environment is continuing to grow. The young graduates of today are often in the quest of new types of employability and of different employment relations – predominantly conditioned by horizontal, rather than vertical working dependencies. Those of them who undertake a personal business initiative face two main barriers: the first one is related to funding and the second one isrelated to the lack of enough skills for starting an entrepreneurial activity. With the current project we are willing to address this second issue. Objectives: - To encourage entrepreneurial interest and talent, particularly among young people with green ideas and aspirations;- To foster youth inclusion in the active economy;- To educate youth in the partners’ countries on the basic instruments needed for starting a green business project.Methodology: For achieving the objectives of the project, the following instruments will be used:- Survey and collection of frequently asked questions in all the partner countries;- Taking inspiring examples from young successful green business entrepreneurs and leaders by shooting relevant video interviews; - Identification of good practices;- Elaboration of a curriculum, e-modules and handbook to be managed on an e-learning platform.Activities: The following activities will be conducted:- Identification of good practices for creation of a handbook;- Development of learning methodology and curricula;- Video interviews with successful green entrepreneurs;- Elaboration of Learning materials and tools, based on the survey results- Development of an e-learning platform: An e-learning platform is planned to be created by the project partners, educating young people about the first steps in entrepreneurship and promoting the lack of negative impact on the environment;- Piloting and evaluating the feasibility of the curriculum;- Use of various suitable dissemination channels and means for ensuring sustainability and multiplication of the achieved results.- Green entrepreneurship course for 15 youth workers.Basically, the implementation of the project will implement the results from the needs assessment analysis and will help to create relevant materials for the training. This will include the identified best practices by each partner of the consortium. The video interviews will showcase the success stories of young entrepreneurs and will serve as a role model and inspiration for the target group. Sought results and long-terms benefits: The developed skills, thanks to the current project, will allow young people from the target group to launch new ventures, services, products and technologies, which will address environmental and natural resources issues of our European society. The achievement of the project aims the improvement of the entrepreneurial culture in support to sustainable growth, to the development of green business knowledge and skills, by providing green business training in the partner countries.